Cooperative and collaborative learning

Hello everyone!

This week I made two posts. This post is about cooperative and collaborative learning.

Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.

In small groups, students can share strengths and also develop their weaker skills. They develop their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided by clear objectives, students engage in numerous activities that improve their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

Also, in cooperative learning small groups provide a place where:

• learners actively participate;
• teachers become learners at times, and learners sometimes teach;
• respect is given to every member;
• projects and questions interest and challenge students;
• diversity is celebrated, and all contributions are valued;
• students learn skills for resolving conflicts when they arise;
• members draw upon their past experience and knowledge;
• goals are clearly identified and used as a guide;
• research tools such as Internet access are made available;
• students are invested in their own learning.

The similarities between cooperative and collaborative learning

Here are just some of the similarities that exist between a cooperative learning and collaborative learning approach for students:

• Rely on active student participation rather than passive, lecture-based teaching
• Students assume a degree of responsibility for their own learning
• Teachers act as facilitators to learning
• Require pupils to complete a task/project
• Install team building skills and encourage social interaction
• Help to prepare students for the world of work
• Enhance deeper cognitive skills
• Create shared learning experiences
• Increase levels of information retention
• Embrace student diversity

The differences between cooperative and collaborative learning

Collaborative learning

Students progress personally, while collectively working towards a common goal. Students are accountable to one another and, with appropriate direction, will self-manage this. Pupils learn to better understand and anticipate difference, recognize it in themselves and others, and use it to their advantage.

A typical collaborative learning process:

• Students organize their efforts between themselves (group-structured)
• Students source material to help them complete the activity
• The activity is not monitored by the teacher (although they can help when assistance is requested by the group)
• Students assess their own individual and group performance
• Success depends on individual strengths

Cooperative learning

Like the cast and crew of a theatre production, co-operation involves interdependence. Roles and responsibilities are clearly defined but are open for negotiation. This method of collaboration brings with it a strong sense of accountability.

In contrast to collaborative learning, a cooperative learning structure takes the following form:

• Activities are structured with each student assigned a specific role (teacher-structured)
• Teachers supply information for students to read and analyze (or let pupils know where this info can be found)
• Teachers observe, listen and intervene where necessary
• Students submit work at the end of lesson for evaluation/assessment
• The success of the group depends upon the efforts of everyone involved

The majority of students learn best when they are immersed in learning, through interaction and application. A student is more likely to remember something discovered through active participation and peer work than through the passive acceptance of information presented by the teacher.

Despite the benefits, effective cooperative and collaborative learning does not necessarily come easy and may require a change of mindset for everyone involved. That said, it’s not an overwhelming proposition either. The world is already collaborating, and by using both cooperative and collaborative methods, teachers can help to create well-rounded citizens with the skills needed to succeed – not only in further education and work – but also their personal lives. After all, what we learn in childhood, we take into adult life.

Howard Gardner’s Theory on Multiple Intelligences

Multiple intelligences is a theory first posited by Harvard developmental psychologist Howard Gardner in 1983. This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. In contrast to other notions of learning capabilities (for example, the concept of a single IQ), the idea behind the theory of multiple intelligences is that people learn in a variety of different ways. “I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world,” says Gardner.

Multiple intelligences refers to a theory describing the different ways students learn and acquire information. These multiple intelligences range from the use of words, numbers, pictures and music, to the importance of social interactions, introspection, physical movement and being in tune with nature. The theory posits that an understanding of which type(s) of intelligence a student may possess can help teachers adjust learning styles, and suggest certain career paths for learners. The theory has come under criticism from both psychologists and educators, where many believe that the various ‘intelligences’ represent innate talents and abilities. Cognitive psychologists have further stated that there is no empirical evidence to support the validity of this theory.

What are the proposed intelligence types? Gardner originally proposed six intelligence types. Today, that list has grown to nine intelligences as seen below.

Verbal-linguistic intelligence: Being capable of learning new languages and understanding how to use language to achieve goals. An example of this would be analyzing facts and preparing a speech to deliver in front of a group.

Logical-mathematical intelligence: Being able to analyze problems logically and solve abstract problems. An example of this would be using mathematical concepts to solve a real-life mortgage scenario.

Spatial-visual intelligence: Being able to use visual aids to arrive at a solution. An example of this would be using a tool like Photoshop to design a new logo for a fictional client.

Bodily-kinesthetic intelligence: Being capable of using the entire body and engaging in movement to skillfully address a challenge. An example would be performing CPR on a mannequin.

Musical intelligence: Being able to produce and analyze pitch, rhythm and sound. An example would be asking students to produce and edit a podcast episode or write a song showcasing their learnings from a course. 

Interpersonal intelligence: Being able to detect and explore the intentions, moods and desires of others. An example would be preparing a sales pitch with product discovery questions for a stubborn client.

Intrapersonal intelligence: Being able to fully understand oneself and to effectively regulate one’s own life and emotions. An example would be asking students to reflect on what their career goals are and what steps they’re taking to meet their goals.

Naturalist intelligence: Being able to recognize and classify the various plant and environmental species in one’s surroundings. An example would be asking students to label five different plants using their scientific name after a trip to a greenhouse.

Existential intelligence: Being able to ask deep and critical questions about the broader human experience. An example would be asking students, “why are you here?”

 

Using project-based learning in the classroom

As more emphasis is put on the global workplace, teachers are finding ways to prepare students for how to solve real-world issues. 

 

What is project-based learning?

While there are many ways to lead a classroom, project-based learning is gaining some traction. Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges through hands-on projects and presentations.

The core idea behind project-based learning is that students work on a project over an extended period of time, which could be many weeks or even a semester. The focus is on solving problems, exploring issues or answering complex questions. Students are usually required to show that they have mastered the material by developing a presentation or even a product or mock-up that is presented to an audience.

The benefits of using project-based learning are that students are able to develop a deeper understanding of the topic and have the opportunity to display creativity, critical thinking and communication skills during their presentation.

 

How do you incorporate project-based learning into the classroom?

The main idea behind project-based learning is to teach students to draw insights from various sources and utilize multiple skills to tackle the assignment. Instead of being taught the concept by the teacher, students are required to ask questions in order to start the project. This helps students incorporate problem-solving into the learning process, forcing them to think critically about the issue rather than simply looking up the answer in a textbook or online.

How do you incorporate project-based learning into your classroom?

Implementing any new teaching process can be challenging, but the beauty of project-based learning is that it doesn’t dramatically change what the teacher has to do. However, It can seem daunting when using project-based learning in your classroom for the first time. However, small steps can lead to huge strides.

Project-based learning isn’t something schools master in a matter of weeks, or even months. Instead, it’s more a journey that unfolds year over year, as teachers develop their practice, learn with their students and grow through experience.

Here are some tips to help you implement project-based learning in the classroom.

1. START WITH SMALL, WELL ORCHESTRATED CHANGES

Carol Ann Tomlinson, when writing about differentiation in the classroom, advised teachers to start with “small, well orchestrated changes”.

Select a few targeted goals you wish to work on this year with regards to project-based learning, and focus on doing those things well, concentrating on growth. This might mean keeping the scope and duration of a project to a minimum; using or renovating an existing project, and taking the time to get meaningful feedback from both students and relevant professionals.

2. LOOK AT THINGS FROM A STUDENT’S POINT OF VIEW

You can gain insight into how to get started with project-based learning by flipping your perspective and looking at it from a student’s point of view.

Think about what questions they might have when it comes to this new way of learning. Provide them with valuable, easy-to-understand resources to help them make sense of PBL as a concept and the practical steps once they are engaged in the process.

Project-based learning often requires many skills that students may not be used to, such as researching, summarising, problem-solving, working as a team, learning to spot fake news etc. A good idea is to use any early foray into project-based learning to build these skills in a fun way.

3. HOLD AN IMMERSIVE, MULTI-DAY WORKSHOP

Many educators who have been successful with PBL say that the ideal way to get into it is through an immersive, multi-day workshop. This can be facilitated independently with somebody familiar with PBL practices at your school. However, in most cases it will be necessary to bring in an external facilitator – who is an experienced PBL practitioner – into the mix.

4. THINK ABOUT ASSESSMENT

It’s important to also think about how any project-based work will be assessed. Plan and communicate the success criteria for students – the most common way in PBL  is to give a rubric or success criteria at the start. Don’t make it too ‘wordy’ however, or with too many granular checkpoints.

However, online is not the only place to look to for ideas. Inspiration can be found from all around us, such as current events, business needs in the local community, or even the current curriculum or ‘content standards ‘ (what is it you looking to teach?).

Remember, if it doesn’t fit, don’t force it! Selecting a theme is important but don’t force subjects where they don’t belong. If things aren’t gelling, find another theme. Ideas such as fair trading and immigration can open up many topics.
It may also help to be mindful of teachers working outside their specialism.

The Benefits of Technology in Education

 Hello everyone!

This is my first blog and I want to speak about  the benefits of technology in education.

Have you ever tried to imagine your life without high-tech technology? How have people found their sources for their need for learning before the invention of the Internet? How long they should have to be commuted to provide their need for education?

Technology brought many different things to our life, and it affected our current lifestyle so much. Improvement in technology provides many opportunities for the human to do everything even beyond their imagination. It made our life easier and better in many different aspects of our life such as work, education, healthcare, entertainment, etc.

One of the most beneficial changes appeared in our education system. Technology changed our education system tremendously and this was very beneficial for students, teachers, organizations and the education system. The first advantage of this transition, the learning method changed totally, and it is going more accessible for student and decreased the wasting time of teacher which them should put to write the notes on the board or carrying heavy resources to teach the students. The next good point is to give a chance for students to learn the course practical and theoretical at the same time with a virtual laboratory. Another benefit of technology in the education system is supplying a chance of distance learning. At the rest of the writing, we discuss more detail about the benefits of technology in education.

The first positive aspect of this transition gives a chance for students to communicate with their teachers whenever they got stuck with problems. The teacher can answer questions and solve their problems faster than before and even can give them feedback on their every assignment before seeing them in the class. Furthermore, students have lots of online material to review their courses anywhere and every time they want.

The second benefit of this advancement is providing a virtual lab for students. Students can learn better with virtual labs. Because it provides a chance for them to learn the theory and interact with the reality of theory at the same time. As a result, they can understand that topic better. Another good point for the organization is saving money. They do not need to allocate budget to provide equipment for lab and moreover, they don’t need to put the space for the lab. It is accessible for student anywhere when they want to study. It’s really a good thing for students regarding they don’t need to commute and waste the money for commuting. Instead, they can put more time to focus on their courses.

The other merit is providing the chance to distance learning for students. It admits more flexibility and lots of different opportunities even in foreign countries. All materials are available anytime you want to study. The speed of learning depends on you. You don’t need to match with the other classmate for learning. You can learn faster and whenever you need to review it, you can review it. Most of the people are satisfied with this kind of learning methods because they can work and educate at the same time.

All in all, technology changed our life tremendously in a good way. Life is going to be easier and even better day by day. One of these improvements affected positively on our education system. It gives us a chance to saving our time to rewrite the notes in the classroom because we can access them anytime anywhere. It also more effective for teachers, in order to do not waste their time to prepare the notes and jot down the notes on the board. Instead, gives them more time to explain the course better. They can teach students with virtual reality and other good aspects that technology brings to our life, providing a chance of distance learning for all people in our world. I found it all of these improvements give us the chance for saving our time and energy and all of them are positive and made our life is easier.